أنماط عرض الإيماءات بالوكيل التربوي (المجازية-المخادعة-و بدون)‎ في بيئة تعلم إلكتروني قائمة على الويب من خلال منصة "إدمودو" و أثرها على تنمية التحصيل و مستوى الانتباه لدى تلاميذ المرحلة الابتدائية

الملخص EN

The current research aims to study the effect of displaying types of gestures in the pedagogical agent on both achievement, and level of attention through primary school pupils.

The study sample consisted of (75) pupils include both boys and girls from the third grade primary school, who were randomly chosen, also they were divided into three Experimental groups, The researcher used two research methods: the descriptive analytical approach to identify the pedagogical agent and the types of gestures used within, and the experimental approach to study the effect of the independent variable through providing gestures with the pedagogical agent in three types of displaying gestures (Metaphoric - Deictic - and without) to measure their impact on the dependent variables ( Achievement - level of attention), and the two research measuring tools were the achievement test, and the scale of level of attention, the results have founded that: (1) high achievement level for all the three experimental groups students as a result of using the pedagogical agent, whether supported by gestures (Metaphoric - Deictic) or without gestures; (2) also high level of attention for all the three experimental groups students, as a result of using the pedagogical agent, whether supported by gestures (Metaphoric - Deictic) or without gestures; (3) higher achievement level for the students group who use the pedagogical agent supported by (Metaphoric - Deictic) gestures, compared to those students who use the pedagogical agent without gestures; (4) Increased academic achievement for students who use of the pedagogical agent supported by Metaphoric gestures compared to the pedagogical agent supported by Deictic gestures or without gestures; (5) high achievement level for students, as a result of using of the pedagogical agent supported by Deictic gestures compared to other students who use the pedagogical agent which is not supported by gestures; (6) high level of attention for students who use the pedagogical agent supported by (Metaphoric - Deictic) gestures, compared to those who use the pedagogical agent which is not supported by gestures.